An investigation of learners' symbol sense and interpretation of letters in early algebraic learning

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dc.contributor.author Naidoo, Kona Sagaren Kanakasaby
dc.date.accessioned 2009-07-06T12:25:20Z
dc.date.available 2009-07-06T12:25:20Z
dc.date.issued 2009-07-06T12:25:20Z
dc.identifier.uri http://hdl.handle.net/10539/7073
dc.description.abstract Research in early algebra is critical because a smooth transition from arithmetic to algebra will influence future algebra learning that is central to school mathematics. This study investigated learners’ interpretation of letters in different levels of generalised arithmetic activities. Thirty grade nine learners from one inner city school participated in this study. All learners engaged with seventeen paper and pencil tasks encompassing six different interpretations of letters and six learners were then interviewed. Analysis of the data showed that the overall performance of learners was very poor and most learners have not been successful in making the transition from arithmetic to algebra. Learner responses suggested a strong arithmetical influence and a poor understanding of algebraic letter and basic manipulative skills. Throughout the data a number of misconceptions surfaced which suggested that most learners in this sample were lacking ‘symbol sense’. en
dc.language.iso en en
dc.subject Algebra en
dc.subject Early algebra en
dc.subject Generalised arithmetic en
dc.subject Transition from arithmetic to algebra en
dc.subject 'Symbol sense' en
dc.subject Constructivism en
dc.subject Misconceptions en
dc.subject Interpretation of letters en
dc.subject Levels of understanding en
dc.subject Children's errors and strategies en
dc.title An investigation of learners' symbol sense and interpretation of letters in early algebraic learning en
dc.type Thesis en


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